Taking sides : clashing views in educational psychology /Material type: BookSeries: Taking sides. Publisher: Boston, Mass. : McGraw-Hill Higher Education, c2006Edition: 4th ed.Description: xxiv, 408 p. ; 24 cm.ISBN: 9780073515212; 0073515213.Other title: Clashing views in educational psychology; Educational psychology.Subject(s): Educational psychology | Educational psychology -- United States | Learning, Psychology ofOnline resources: Publisher description | Table of contents only
|Item type||Location||Call number||Status||Date due|
Epoka University Library
|LB 1051 .T167 2006 (Browse shelf)||Available|
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|LB 3635 .A33 2004 Cheerleader! Cheerleader! :||LB 1027 .O32 1969 Run, computer, run;||LB1028 .M396 1998 Qualitative research and case study applications in education /||LB 1051 .T167 2006 Taking sides :||LB 1062.6 .G54 Human competence :||LB 1573.33 .R68 1988 Transitions :||LB 1573.7 .H37 2000 Strategies that work :|
Includes bibliographical references.
Are single-gender classes necessary to ensure equal educational opportunities for boys and girls? -- Should struggling students be retained? -- should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Can schools close the achievement gap between students from different ethnic and racial backgrounds? -- Should schools try to increase students' self-esteem? -- should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is greater parental involvement at school always beneficial? -- Should schools embrace computers and technology? -- Should schools decrease class size to improve student outcomes? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries?